OPEN OPEN DOORSDOORSEVERYBODY GETS INEVERYBODY GETS IN

Universal Design For Universal Design For LearningLearning

Instructional approach that opens Instructional approach that opens opportunities for all studentsopportunities for all students

UDLUDL

Builds maximum flexibility into curriculumBuilds maximum flexibility into curriculum

Provides every student with maximum Provides every student with maximum opportunity to learnopportunity to learn

Where we came Where we came from…………….from…………….

Architectural Design PrinciplesArchitectural Design Principles

Everyone working on Everyone working on the same skill but the same skill but doing it at their leveldoing it at their level

Video 1Video 1

Weightroom ExampleWeightroom Example

Why is UDL Why is UDL necessarynecessaryIndividuals bring a huge variety of skills, needs, Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals and interests to learning. Neuroscience reveals that these differences are as varied and unique that these differences are as varied and unique as our DNA or fingerprints. Three primary brain as our DNA or fingerprints. Three primary brain networks come into play: networks come into play:

RECOGNITION NETWORKSRECOGNITION NETWORKS

The “what” of learningThe “what” of learning How we gather facts and categorize what How we gather facts and categorize what

we see, hear, and read. Identifying we see, hear, and read. Identifying letters, words, or an author's style are letters, words, or an author's style are recognition tasks.recognition tasks.

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Support diverse recognition Support diverse recognition networksnetworksProvide students with multiple ways to take in, organize and Provide students with multiple ways to take in, organize and make sense of new informationmake sense of new information

Recognition

Provide multiple Provide multiple examples examples

Highlight critical Highlight critical features (Big Idea)features (Big Idea)

Provide multiple media Provide multiple media format format

Support background Support background context knowledgecontext knowledge

Center for Applied Special Technologies, CAST

www.cast.org

STRATEGIC NETWORKSSTRATEGIC NETWORKS

The “how” of learningThe “how” of learning Planning and performing tasks. How we Planning and performing tasks. How we

organize and express our ideas. Writing organize and express our ideas. Writing an essay or solving a math problem are an essay or solving a math problem are strategic tasks.strategic tasks.

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Support diverse strategic Support diverse strategic networks networks Provide students with multiple approaches, knowledge and strategies Provide students with multiple approaches, knowledge and strategies for learning.for learning.

Strategic Provide flexible models of Provide flexible models of

skilled performance. skilled performance. (conspicuous strategies)(conspicuous strategies)

Provide opportunities to Provide opportunities to practice with scaffolds. practice with scaffolds. (supported practice)(supported practice)

Provide on-going relevant Provide on-going relevant feedback.feedback.

Offer flexible opportunities to Offer flexible opportunities to demonstrate skill.demonstrate skill.

Center for Applied Special Technologies, CAST

www.cast.org

Affective NetworksAffective Networks

The “why” of learningThe “why” of learning How learners get engaged and stay How learners get engaged and stay

motivated. How they are challenged, motivated. How they are challenged, excited, or interested. These are affective excited, or interested. These are affective dimensions.dimensions.

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Support diverse affective Support diverse affective networksnetworks Provide students with engaging activities that include multiple levels of Provide students with engaging activities that include multiple levels of challenge, variety of content and support. challenge, variety of content and support.

Affective networks – located at core of brain

Offer choices of Offer choices of content and tools.content and tools.

Offer adjustable Offer adjustable levels of challenge.levels of challenge.

Offer choice of Offer choice of rewardsrewards

Offer choice of Offer choice of learning context.learning context.

Center for Applied Special Technologies, CAST

www.cast.org

Recognition Network to Recognition Network to Instructional MethodsInstructional Methods

1. Exaggerate lightness differences 1. Exaggerate lightness differences between foreground and background between foreground and background colors, and avoid using colors of similar colors, and avoid using colors of similar lightness adjacent to one another, even if lightness adjacent to one another, even if they differ in saturation or hue.they differ in saturation or hue.

Provide options for Provide options for perception perception

Provide options for Provide options for language, language, mathematical mathematical expressions, and expressions, and symbols symbols

Provide options for Provide options for comprehension comprehension

Strategic Networks to Strategic Networks to Instructional MethodsInstructional Methods

Provide options for Provide options for physical action physical action

Provide options for Provide options for expression and expression and communication communication

Provide options for Provide options for executive functions executive functions

Affective Networks to Affective Networks to Instructional MethodsInstructional Methods

Provide options for Provide options for recruiting interest recruiting interest

Provide options for Provide options for sustaining effort and sustaining effort and persistence persistence

Provide options for Provide options for self-regulation self-regulation

TTYN (Talk To Your TTYN (Talk To Your Neighbor)Neighbor)

Think about your own learning Think about your own learning preferences. What supports would you preferences. What supports would you want to be sure were in place for you?want to be sure were in place for you?

Central Role of Central Role of Technology in UDL Technology in UDL

More opportunitiesMore opportunities More experience leads to increased More experience leads to increased

knowledgeknowledge More flexibility in curriculumMore flexibility in curriculum Maximum opportunitiesMaximum opportunities

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Multiple means of

representation

Content

Multiple means of

expression

Product

Multiple means of

engagement

Process

CAST

www.cast.org

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Universal Design for Learning A Universal Design for Learning A Lesson Plan: To Kill a Lesson Plan: To Kill a MockingbirdMockingbird

Video streamingVideo streaming Digital Photos Digital Photos Electronic textElectronic text Talking Books Talking Books Visual MapVisual Map Spark Notes– text and Spark Notes– text and

audioaudio Low Tech ToolsLow Tech Tools Vocabulary SupportVocabulary Support

Universal Design for Universal Design for Learning: 8Learning: 8thth Grade History Grade History

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Studying for the End Studying for the End of the Unit Examof the Unit Exam

Mr. Langhorst’s Virtual Classroom

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Studycast and Graphic Studycast and Graphic OrganizerOrganizer– – 88thth grade American HistoryConstitutional Powers grade American HistoryConstitutional Powers

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How we’ve been doing How we’ve been doing business…business…

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Today’sToday’s classroomclassroom:: Teachers must deliver instruction to diverse groups of Teachers must deliver instruction to diverse groups of

students who come from a variety of cultures with students who come from a variety of cultures with varying languages, learning styles, abilities and varying languages, learning styles, abilities and disabilities.disabilities.

These students are included in the General Education These students are included in the General Education classroom.classroom.

Educational demands are on the riseEducational demands are on the rise Shift from acquiring knowledge to integrating Shift from acquiring knowledge to integrating

knowledgeknowledge Higher curriculum standardsHigher curriculum standards All students are held to the same standardsAll students are held to the same standards

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Changes in the World Changes in the World EconomyEconomy

We are currently preparing students for We are currently preparing students for jobs that don’t yet exist . . .jobs that don’t yet exist . . .

Using technologies that haven’t been Using technologies that haven’t been invented . . .invented . . .

In order to solve problems we don’t In order to solve problems we don’t even know are problems yet.even know are problems yet.

David Warlick in “The New Literacy”David Warlick in “The New Literacy”

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What we know about What we know about student learning:student learning:

Students need to be able to:Students need to be able to: Recognize information, ideas, and Recognize information, ideas, and

concepts,concepts, Apply effective strategies to process Apply effective strategies to process

the information andthe information and Be engaged in the process.Be engaged in the process.

VygotskyVygotsky

When the task is too difficult for learner

When the task is too easy for learner

ZONE OF PROXIMAL

DEVELOPMENT

Right amount of support

High engagement

Challenge is appropriate

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Brain researchBrain research

Recent research in neuroscience confirms Recent research in neuroscience confirms that… that…

each brain processes information differently.

The way we learn is as individual as DNA or fingerprints. Center for Applied Special Technologies, CAST

www.cast.org

cultural, ethnic, cultural, ethnic, linguistic, and linguistic, and academic diversityacademic diversity

CAST On-Line ToolsCAST On-Line Tools

CAST UDL Book CAST UDL Book BuilderBuilderWhat is it?What is it?

Book Builder in my Book Builder in my classroomclassroom

Social Skills ScenariosSocial Skills Scenarios

CAST UDL Curriculum CAST UDL Curriculum Self-Check Self-Check

Free online tool that helps educators build options and Free online tool that helps educators build options and flexibility into each element of the curriculum (goals, flexibility into each element of the curriculum (goals, methods, materials, and assessments) in order to reach methods, materials, and assessments) in order to reach and engage all students. and engage all students.

Curriculum Self-Check in Curriculum Self-Check in my classroommy classroom

How well are my current Units meeting How well are my current Units meeting the diverse needs of my students. the diverse needs of my students.

CAST UDL Lesson CAST UDL Lesson Builder Builder Free online tool that teaches educators to Free online tool that teaches educators to customize standards-based curriculum to customize standards-based curriculum to meet individual learning needs. meet individual learning needs.

Lesson Plan Builder in my Lesson Plan Builder in my classroomclassroom

Lessons that work for everyoneLessons that work for everyone

Thank-youThank-you